M. E. Alishahedani1, G. A. Sarosi1, J. A. Taylor1 1University Of Florida,Department Of Surgery,Gainesville, FL, USA
Introduction: To promote the growth of the online curriculum at the authors’ residency program, study habits and learning resources used by surgical interns were previously evaluated and presented in a pilot study. Based on the results, multiple changes were implemented to enhance the interns’ weekly teaching conferences. To assess the use of these curricular changes, the interns were surveyed at the end of the academic year. The purpose of this study was to use the responses to determine utilization and satisfaction with the new materials, in an effort to continuously evolve the institution’s surgical educational environment.
Methods: Surgical interns at a single academic institution were given an IRB-approved survey at the end of the 2017 academic year. The survey focused on study habits and material use. The responses were de-identified; participation was voluntary. The survey was validated through a modified Delphi technique. Descriptive statistics were performed on demographics. Likert responses underwent Mann-Whitney analysis (α = 0.05).
Results: The response rate was 52.9% (n=9). 55.6% of the respondents were male. 33.3% were categorical interns. The Internet was the most-used resource, compared to all others used (p<0.05). All respondents used the Internet to some degree for study. As in the 2015 pilot, the Surgical Council on Resident Education (SCORE) website was the most-used Internet resource (66.7%). 77.8% used review books, making this the next-most used material. Although 33.3% responded never using textbooks to study, textbooks and the Internet were the two resources that 22.2% of the interns always used. There was a statistically significant increase in access of the Internet for study use between 2015 and 2017 (p<0.05). All other sources were similarly used, to no statistical significance. Regarding new online material organized based on pilot study feedback, 55.6% of interns reported sometimes using the weekly reading links associated with a proprietary question bank. These links aligned with their teaching conference schedule. 66.7% were somewhat satisfied with it. 44.4% were somewhat satisfied with the use of new video links, which were organized in parallel with the This Week in SCORE (TWIS) curriculum. There were no “always” use responses for any new material.
Conclusion: Changes implemented in the surgical interns’ online curriculum were based on previous analysis and survey feedback in a pilot study. Interns were overall satisfied with the enhanced curriculum. The statistically significant increase in the use of Internet resources warrants attention. Material that was organized based on the pilot study feedback was not widely used. This may be due to resource fatigue experienced by the learner. The learner’s interaction with provided material is critical to curricular success. Keeping changes focused in future curricular design may aid in creating a more effective learning environment.